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Examining Family Achievement Guilt Through a Contextual Lens- [electronic resource]
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Examining Family Achievement Guilt Through a Contextual Lens- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101943
- ISBN
- 9798380370622
- DDC
- 300.72
- 서명/저자
- Examining Family Achievement Guilt Through a Contextual Lens - [electronic resource]
- 발행사항
- [S.l.]: : The Ohio State University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(144 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
- 주기사항
- Advisor: Bartle-Haring, Suzanne.
- 학위논문주기
- Thesis (Ph.D.)--The Ohio State University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Family Achievement Guilt (Piorkowski, 1981) is a term that refers to the guilt first-generation college students experience leaving their family behind during the transition to academia. Though family achievement guilt has been examined critically by scholars (Covarrubias & Fryberg, 2015; Covarrubias et al., 2020), little research exists examining family achievement guilt, and further, support for first-generation college students during their transition to academia through a clinical lens. The aim of this study was to examine the experience of family achievement guilt through a Contextual Family Therapy lens (Boszormenyi-Nagy, 2013). A mixed-methods approach was used to examine family achievement guilt in relation to measures representing the four dimensions of contextual family therapy theory: facts, transactions, individual psychology, and relational ethics. 121 first-year students from a large, research institution in the Midwest completed a survey examining family achievement guilt (Covarrubias et al., 2020), depressive and anxiety symptoms (Kroenke et al., 2003; 2007) and additional family relationship-oriented variables of interest. Additional variables included relational ethics (Hargrave et. al, 1991), family distance regulation (Draper & Lee, 2001; Levine, Green & Millon, 1986) and attachment (Fraley et al., 2006). Phase one survey results indicated a positive relationship between two domains of relational ethics-trust/justice and entitlement, and family achievement guilt, as well as first-generation status and family achievement guilt, as expected. In addition, depression and anxiety scores were found to be positively related to family achievement guilt and mediated by family achievement guilt in their relationship with trust/justice, entitlement, and first-generation status. Phase two case study analysis added depth to survey results by highlighting themes of family achievement guilt from a focal student perspective and examining them in conjunction with focal student scores on variables of interest. A focal parent interview was also conducted to explore the parent perspective on family achievement guilt. Though additional research is needed to provide a more comprehensive picture of family achievement guilt through a contextual lens, these results provide evidence for addressing family achievement guilt and depression/anxiety symptoms through a contextual lens clinically, as well as making parent-child relationships a focus in interventions at the collegiate level during the adjustment to academia for first-generation college students.
- 일반주제명
- Health care management.
- 기타저자
- The Ohio State University Human Ecology: Human Development and Family Science
- 기본자료저록
- Dissertations Abstracts International. 85-03B.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101943
■006m o d
■007cr#unu||||||||
■020 ▼a9798380370622
■035 ▼a(MiAaPQ)AAI30747443
■035 ▼a(MiAaPQ)OhioLINKosu1671187033048861
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a300.72
■1001 ▼aBryant, Alessandra.
■24510▼aExamining Family Achievement Guilt Through a Contextual Lens▼h[electronic resource]
■260 ▼a[S.l.]:▼bThe Ohio State University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(144 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-03, Section: B.
■500 ▼aAdvisor: Bartle-Haring, Suzanne.
■5021 ▼aThesis (Ph.D.)--The Ohio State University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aFamily Achievement Guilt (Piorkowski, 1981) is a term that refers to the guilt first-generation college students experience leaving their family behind during the transition to academia. Though family achievement guilt has been examined critically by scholars (Covarrubias & Fryberg, 2015; Covarrubias et al., 2020), little research exists examining family achievement guilt, and further, support for first-generation college students during their transition to academia through a clinical lens. The aim of this study was to examine the experience of family achievement guilt through a Contextual Family Therapy lens (Boszormenyi-Nagy, 2013). A mixed-methods approach was used to examine family achievement guilt in relation to measures representing the four dimensions of contextual family therapy theory: facts, transactions, individual psychology, and relational ethics. 121 first-year students from a large, research institution in the Midwest completed a survey examining family achievement guilt (Covarrubias et al., 2020), depressive and anxiety symptoms (Kroenke et al., 2003; 2007) and additional family relationship-oriented variables of interest. Additional variables included relational ethics (Hargrave et. al, 1991), family distance regulation (Draper & Lee, 2001; Levine, Green & Millon, 1986) and attachment (Fraley et al., 2006). Phase one survey results indicated a positive relationship between two domains of relational ethics-trust/justice and entitlement, and family achievement guilt, as well as first-generation status and family achievement guilt, as expected. In addition, depression and anxiety scores were found to be positively related to family achievement guilt and mediated by family achievement guilt in their relationship with trust/justice, entitlement, and first-generation status. Phase two case study analysis added depth to survey results by highlighting themes of family achievement guilt from a focal student perspective and examining them in conjunction with focal student scores on variables of interest. A focal parent interview was also conducted to explore the parent perspective on family achievement guilt. Though additional research is needed to provide a more comprehensive picture of family achievement guilt through a contextual lens, these results provide evidence for addressing family achievement guilt and depression/anxiety symptoms through a contextual lens clinically, as well as making parent-child relationships a focus in interventions at the collegiate level during the adjustment to academia for first-generation college students.
■590 ▼aSchool code: 0168.
■650 4▼aIndividual & family studies.
■650 4▼aHealth care management.
■650 4▼aHigher education administration.
■653 ▼aFirst-generation college students
■653 ▼aFamily achievement guilt
■653 ▼aParent-child relationships
■653 ▼aRelational ethics
■653 ▼aContextual theory
■690 ▼a0769
■690 ▼a0446
■690 ▼a0628
■71020▼aThe Ohio State University▼bHuman Ecology: Human Development and Family Science.
■7730 ▼tDissertations Abstracts International▼g85-03B.
■773 ▼tDissertation Abstract International
■790 ▼a0168
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16935525▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
